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Standard 6

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A school executive will design structures and processes that result in community engagement, support, and ownership. Acknowledging that schools no longer reflect but, in fact, build community, the leader proactively creates with staff, opportunities for parents/guardians, community, and business representatives to participate as “stockholders” in the school such that continued investment of resources and good will are not left to chance.
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6a. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership for the school.
Experiences
  • Worked with the AIG teacher to engage parents and get their input through survey on the present AIG program of the school. This process empower the parents to have their voice be counted in making significant decisions in their children’s education.
  • Volunteered and encouraged others to volunteer in helping PARTNERS, a community organization that provides after school tutorial.
  • My Community Internship and
Coursework
  • DLP Training
  • Operation NELA
  • Internship Site Assets Video
  • School District Digital Story
  • Community Organization Grant Proposal
  • Community Internship
  • Problem of Practice (Phase 1-4)
Specialized Trainings
  • Community in Schools - Community Schools Learning Lab, Seattle, WA
  • Ruby Payne
  • Crucial Conversations
  • Facilitative Leadership
  • Llano Grande Digital Storytelling Workshop
  • School Visits: KIPP Gaston, AB Combs, Bertie Middle School
  • Social Justice
Related Readings
  • Payne, R. K. (2009). A framework for understanding poverty. Moorabbin, Vic: Hawker Brownlow Education.
  • Steele, C. (2010). Whistling Vivaldi: And other clues to how stereotypes affect us. New York: W. W. Norton & Company.
  • Wood, C. 92007). Yardsticks: Children in the classroom, ages 4-14. Turners Falls, MA: Northeast Foundation for Children.
  • Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New Yrork: Teachers College Press.
  • Daniels, D. H., Beaumont, L. J., & Doolin, C.A. (2008). Understanding children: An interview and observation guide for educators. Boston: McGraw-Hill Higher Education.
  • Patterson, K. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.
  • Meece, J. L., & Daniels, D. H. (2008). Child and adolescent development for educators. Boston: McGraw-Hill Higher Education.
  • Convey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic. New York: Free Press.

6b. Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates.
Experiences
  • Worked with the Enhancement Teacher, provided online resources and technical support to conduct online PLC with their counterparts in the District.
  • Participated in the district-wide QTL training
  • Worked with the principal to create Powerpoint presentation on the 6th Standard of the New NC Teacher Evaluation Rubrics.
  • The proposed SIP that I developed would allow the SIT to continually assess the progress of district initiatives because it uses the Plan, DO, Study, Act (PDSA) cycle .
Coursework
  • DLP 1, 4, 5
  • Weekly and monthly logs
  • Developmental Projects
  • Principal Interview
  • Legal Lesson Plan (Development and delivery)
  • Special Education Legal Literacy Assignment
  • Spring 2011 Assessment Day: Letter Home re: School Safety
Specialized Trainings
  • Common Core Overview
  • Special Education and the Media
  • IEL Federal Policy Institute
  • Teacher Evaluation Instrument
  • DPI Special Education Day
Related Readings
  • Lane, K. E. (2005). The Principal's legal handbook. Dayton, Ohio: Education Law Association.
  • Schimmel, D., Militello, M., & Eckes, S. (2010). Principals teaching the law: 10 legal lessons your teachers must know. Thousand Oaks, Calif: Corwin Press.
  • Huefner, D. S. (2006). Getting comfortable with special education law: A framework for working with children with disabilities. Norwood, Mass: Christopher-Gordon Publishers.
  • Guthrie, J. W. (2007). Modern education finance and policy. Boston: Pearson/Allyn and Bacon.
Artifacts and Documentation
  • Volunteered and encouraged others to volunteer in helping PARTNERS, a community organization that provides after school tutorial.

  • This is the Logic Model of the grant that my group wrote during our community internship
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  • Worked with the Enhancement Teacher, provided online resources and technical support to conduct online PLC with their counterparts in the District.

Created Powerpoint on the Sixth Standard of the New Teacher Evaluation Rubric to be presented to the teachers so that teachers will become aware of the state mandates on teacher evaluation.

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Created a digital story in an attempt to encourage and engage the community that our students have lots of potential waiting to be develop.

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